Bakhtin’s conception of language and of the discursive gender: one analysis of the curricular guidelines of the portuguese language for the high school

• Autor(a) principal: Lima, Sandra Mara Moraes
• Data de Publicação: 2012
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/8681
• topic: Curricular guidelines; Language; Language teaching methodology; Orientações Curriculares; Linguagem; Metodologia de ensino

This work evaluates the text of Curricular Guidelines of the Portuguese Language for the Medium Teaching, proposed by MEC in 2006, according to the presence and the pertinence of bakhtinians concepts existing in the text and its extension for the teaching practice. The objective of this analysis is to present which is the language conception used, showing incoherences on the pointed epistemological way. It also objectives to verify the concept of gender that permeates the text showing that there is imprecision in the approach of this concept, which points at one moment towards discursive genders and others to textual genders.The theoretical base for the research is preserved on Bakhtin´s and Circle perspective and intends to demonstrate that the concept of gender created by the bakhtinian Circle involves the essence of the language, the discursivity, considering basically the construction of senses, considered in this way as a discursive gender, which goes beyond the textual gender. The text of Curricular Guidelines, although in some moments pointing towards the discursive gender, brings mainly the concept of textual gender because it gives measurements to the language aspects, textual and pragmatic, with separated levels of analysis. The goal, then, is to demonstrate that the incoherencies, regarding language conception and the associated gender concept, bring a small contribution for the teachers in the sense of clarifying about a methodology more significant and profitable for the teaching of the mother language, and also to demonstrate how the vision brought by the Bakhtin´s Circle seems to be more fecund regarding the teaching process of the native language teaching.